few_shots: Example:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Standard options: 
A. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
B. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
C. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)


Thought: This problem solves a real-world problem involving mixing ingredients for cookies. A student doing this problem would need to reason about equivalent ratios of butter amounts to sugar amounts.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000972

6
options: Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
problem_activity: Narrative
The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information.
Launch
Groups of 2
Display the image.
“What is an estimate that’s too high?” “Too low?” “About right?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Student Facing
How long is the desk?
[IMG]
Record an estimate that is:
|                    too low                     |                  about right                   |                    too high                    |
|------------------------------------------------|------------------------------------------------|------------------------------------------------|
| \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
Student Response
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Activity Synthesis
“How do you know that 15 is an estimate that is too low?” (If we add two more towers of 5, it still won't reach the end of the desk.)


correct_option_index: 1